Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teacher Professional Development

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Comparing the Efficacy of Face to Face, MOOC and Hybrid Computer Science Teacher Professional Development

Carol L. Fletcher, Ph.D., The University of Texas at AustinW. Wesley Monroe, The University of Texas at AustinJayce Warner, The University of Texas at AustinKristin Anthony, Planview

October 6, 2016

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Overview of CS Education Landscape In Texas Preparing Teachers for CS Certification:

Face to Face Workshops Scaling the Program with a MOOC

Research Question Analysis Conclusions and Thoughts on Future Research

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All High Schools in Texas are Required to Offer CSCurriculum Requirement

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CS In Texas High Schools

What do you think these dots represent?

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These high schools had no CS courseofferings in the 2014-2015 school year!

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These high schools did have CS offeringsin 2014-15

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Only 2% of TX graduates take a CS course

CS Facts

Only 14 teachers completed a pre-service teacher certification program in CS in 2014-15.

Only 27% of TX high schools even offer a CS course

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WeTeach_CS Program Overview

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Teachers Must:pass a State administered test

covering 9 core competencies across 3 domains

Teacher Qualifications

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WeTeach_CS Certification Prep

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Online Course Design

1. Use pseudo code for coding examples.2. Create a Diagnostic Quiz at the start of the course to establish

current understanding.3. Gather base level information about teachers demographics,

experience and interest.4. Six week course with a weekly quiz at the end of each week.5. There must be a full practice exam at the end of the course.6. Use 80% as the passing grade: the same as required for the actual

certification exam.7. Spend more time on the more difficult topic areas.

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Online Course Design

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Teacher Demographics

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Research Questions

1. What background or contextual factors are related to the likelihood of getting certified to teach Computer Science?

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Research Questions


2. How do the online, face-to-face and hybrid professional development formats compare in terms of the likelihood of participants getting certified in Computer Science?

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Hypothesized Factors Related to Success in Attaining Certification

We grouped the variables into 4 separate models inorder to test whether each model was related to obtaining CS certification above and beyond otherfactors:

1 – Education and Certification Background2 – Prior Experience and Interest in Programming3 – Connection to the CS Community4 – Type of Certification Prep Participation

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Model 1 Education and Certification Background -

Hypothesis:Teachers with STEM, advanced degrees, orMath/Science/Tech Apps Certification might

bemore likely to get certified.

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Number ofParticipants


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Model 2 Programming Background and Interest -

Hypothesis:Teachers with experience and interestin programming are more likely to get certified.


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Experience and Interest in Programming

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Experience and Interest in Programming

X

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Model 3 Connection to the CS Community –

Hypothesis: The likelihood of getting certified is related towhether teachers are connected to the CScommunity or teach at a school that offers CS.


CS

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Model 4 Participation in Certification Prep -

Hypothesis:Teachers that participate in the

Certification Prep training are more likely to get certified.


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Research Questions:


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ConclusionsResearch Question 1:Participants were more likely to get certified if they:

• Had a current math certification• Had a STEM degree• Had an advanced degree• Had a connection to the CS community• CS was NOT offered at their school.

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ConclusionsResearch Question 1:We found no relationship between the following factors and obtaining CS certification.

• Science or technology apps certifications.• Teacher programming background.

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Research Questions:


2. How do the online, face-to-face and hybrid professional development formats compare in terms of the likelihood of participants getting certified in Computer Science?

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ConclusionsResearch Question 2:

• Participation in any of the 3 PD models increased the likelihood of certification.

• There was no significant difference in the odds of getting certified between online and F2F models of PD.

• Participants who engaged in both online and F2F were more likely to get certified than those that only participated in one or the other alone.

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Limitations and Future Research

• Self-reporting of CS experience rather than objective diagnostic measure

• Insufficient data regarding PD and experience outside of WTCS

• Results are still coming in: participating teachers continue to obtain certification

• Have we accounted for all the important factors related to teacher motivation?